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Introduction It has been well established that children with visual impairments tend to be less physically active and more delayed in motor skills than their sighted peers. As a result, there has been some research focusing on inclusive physical education for these children. However, there is a clear lack of research on the current status of physical education for children in residential schools. Purpose The purpose of this study was to gain insight into the current experiences of physical education teachers at schools for blind students in the United States. Methods A questionnaire was sent to 51 physical education teachers from 35 schools for blind students across the country. Data from closed-ended and short-response open-ended questions were analyzed descriptively, using frequencies and percentages, across four main areas: teacher characteristics, teaching practices, student populations, and facilities. Results Most physical education teachers reported that their schools employ certified physical educators, use curricula that are tied to state or national standards, possess a variety of facilities for their students to use in physical education, offer a variety of sports (with the most common being wrestling), and teach a varied population of students. Discussion A number of findings emerged from this study. Positive findings include: schools are hiring teachers who are certified in physical education or adapted physical education; they are utilizing curricula that are tied to their state and national standards; and they are offering a variety of sports after school. The few factors of concern are: the lack of validated assessments in the field of adapted physical education and, therefore, the limited use of validated assessments; and the need for additional training for teachers related to children who are deafblind and students with both visual impairments and autism spectrum disorder.

Introduction Children with visual impairments are often behind their peers in physical and motor skills. It is often necessary for these children to work one to one with a paraeducator to gain the benefits of physical education, improve physical activity and motor skills, and attain the basic standards of the Expanded Core Curriculum (ECC). Paraeducators are trained to work in classrooms, yet are rarely, if ever, trained in the subject of physical education. The purpose of the study presented here was to determine current training practices for paraeducators in the classroom and what is needed to ensure proper training for physical education for paraeducators who work with children with visual impairments. Methods In the study, 143 professionals and parents were given a validated questionnaire related to the training needs of paraeducators for physical education. Results The results indicated that although the majority of children with visual impairments attended physical education classes with their paraeducators, only 11% of the paraeducators were trained in physical education. The participants thought that the training should consist of safety practices, guiding techniques, teaching strategies, information on visual impairments, and most areas of the ECC. They thought that this information should be delivered in the form of a video or guest speakers and that the children with visual impairments should be included when possible. Discussion Because of the large and varied sample in the study, the information gained could be used to create a training video for paraeducators who work with children with visual impairments in physical education. Implications for practitioners The results of the study highlight areas that should be included as the foundation of training paraeducators for physical education.

This study tested 46 children with visual impairments (26 girls and 20 boys) on the Fitnessgram health-related fitness test. It found that fewer than 20% of the children with visual impairments passed at least four items on the Fitnessgram, compared to 48%–70% of the sighted children.

Introduction Balance is a critical component of daily living, because it affects all movements and the ability to function independently. Children with CHARGE syndrome have sensory and motor impairments that could negatively affect their balance and postural control. The purpose of the study presented in this article was to assess the balance and self-efficacy of balance of these children. Methods Twenty-one children with CHARGE syndrome aged 6-12 and 31 age- and gender-matched sighted control participants without CHARGE syndrome completed the study. Each participant completed the Pediatric Balance Scale (PBS) and a self-efficacy of balance survey, the Activities-Specific Balance Confidence Scale (ABC). Results The PBS results revealed that the participants in the control group performed significantly better than did those with CHARGE syndrome (p < .05), with 57% of those with CHARGE syndrome at a medium to high risk of falls but all those in the control group at a low risk. Most children with CHARGE syndrome also had low ABC scores, and these scores were moderately correlated with the PBS scores (r = 0.56), but were not significantly associated with gender (r = 0.065) or age (r = −0.169). Discussion A relationship was found between the balance self-efficacy of the children with CHARGE syndrome and their objectively measured balance. Self-efficacy of balance has been correlated with an increased risk of falls and with decreased participation in physical activities. Increased physical activity with a focus on balance and movement would likely improve these children's balance and self-efficacy of balance. Implications for practitioners Practitioners should understand that children with CHARGE syndrome will likely have poorer balance and lower confidence in their balance. Balance confidence and capabilities have implications for the development of motor milestones, such as walking, and the ability to perform functional activities. Future research should examine interventions to improve both balance and confidence in balance in these children.

This survey of 54 students with visual impairments (aged 8–23 years) who participated in a one-week summer sports camp examined the opportunities they were given for self-determination at home, at school, with friends, for health care, and in physical education classes. The participants at all levels of visual impairment scored low in self-determination across all the domains, which indicates that they were given few opportunities for self-determined behaviors.

Currently, 3% of children in the United States have a visual impairment. An estimated 50%–75% of these children have additional moderate to severe disabilities. Unfortunately, many physical education teachers and teachers of the visually impaired have difficulty including children with visual impairment and additional disabilities. A lack of appropriate training limits students' opportunities to improve motor skills and engagement in physical activity. The purpose of this research was to determine the training needs of teachers and support staff of children with visual impairment and additional disabilities through the voices of parents and educators. Focus group interviews were conducted with findings organized under two broad sections entitled (a) barriers to participation and (b) training needs to support students with disabilities. A Universal Design for Learning framework was used to analyze the results revealing the need for a variety of trainings and the use of flexible curricula to effectively instruct and support children with visual impairment and additional disabilities.

Introduction Children with CHARGE syndrome often experience significantly delayed motor development, which affects their performance in many motor skills and physical activities. The purpose of this study was to determine the status of physical education provided to children with CHARGE syndrome. There were five main areas of focus: (1) physical education setting, (2) modes of communication, (3) modifications, (4) successful units, and (5) difficult units in physical education. Methods A validated questionnaire was completed by 26 parents of children aged 6–19 with CHARGE syndrome who were attending an international CHARGE conference for families. The questionnaire was used as the primary source to obtain parents' perspectives on the physical education experiences of their children with CHARGE syndrome. The results of the feedback from parents were used to offer practical suggestions for physical education programming. Results The results revealed that the physical education placement affects children's success and parents' satisfaction with regard to physical education. Also, children who had support staff, such as a teacher's aide, paraeducator, or intervenor in physical education had a more successful experience. A variety of communication methods were used with children with CHARGE syndrome. The physical education units that the parents documented as being successful were swimming, scooters, bowling, fencing, T-ball, dancing, rock climbing, floor hockey, field hockey, and gymnastics. The units that the children struggled with the most were fundamental motor skills, such as skipping, running, hopping, and any sports unit with a fast-moving ball. Discussion Physical education placements, communication, and modifications must be individualized for each child with CHARGE syndrome. In addition, support staff must be trained specifically for the unique needs of a child and the core curricular area of physical education. Implications for Practitioners Suggestions for improving the physical education program are included to increase children's involvement in class and success in the specific units that are offered.

Introduction Children who are deafblind have unique educational needs, especially when it comes to developing a foundation for recreation. This foundation includes a well-rounded physical education program. Purpose The purpose of this study was to explore the experiences of adults who are deafblind as they recall their involvement in physical education and transition planning relating to recreation. Methods A panel of experts validated a questionnaire related to participation in physical education, the Individual Education Program (IEP), and transition meetings. Individuals who are deafblind were interviewed at the Seabeck Deafblind Retreat and at the International Deafblind Expo in Orlando, Florida. Data were analyzed by demographics, frequency counts, and qualitative responses to the open-ended questions. Results The study had three major findings: (1) Most participants were involved in their IEP meetings, yet the physical education teacher was not included in these meetings and the need for physical education and accommodations during physical education were not typically addressed. (2) Most participants attended their transition meetings, yet most never discussed recreation or physical activity—let alone how to overcome barriers to their preferred activities. (3) The majority of participants revealed that they are currently not involved in the recreation activities that they want to be. They expressed dissatisfaction with the support they received in the transition process that would have enhanced quality recreation in their lives. Discussion Based on the results presented here, participants were dissatisfied with the lack of physical education teacher involvement with IEP meetings and the limited discussion of recreation and physical activity during transition, which may have caused them to be less prepared for engagement in physical activity and recreation as adults than they might have been if more attention had been paid to these issues. Ensuring that professional preparation programs in both physical education and deafblind education emphasize the importance of modifications to the physical education curriculum as well as involvement of the whole multidisciplinary team in IEP meetings can set the student up for a successful adult life. Last, transition meetings should include the student's preferred recreation and physical activities as well as discuss the barriers to those activities. Including these topics in every transition meeting may help adolescents who are deafblind navigate their preferred recreation activities in their future. Implications for practitioners Training for current interveners and deafblind specialists should include ideas for modification to physical education. In addition, training for physical education teachers should include how to modify activities for children and youths who are deafblind. Transition training programs throughout the United States should include information about the children's recreation interests (inside and outside of the home) as well as how to overcome barriers they may face in accessing those choices.